|
Administrator Administrator Posts: 18
4/11/2016
|
Think of a student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student. Share your response in the threaded discussion.
|
|
|
+1
link
|
|
Kim Daniel Posts: 3
6/19/2019
|
Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to describe the specific technology and how it assisted the student with a disability
I had a student from 3rd through 5th grade. He was legally blind. I used these Vision Adaptations: Students with low vision – Contrast – Color (e.g., black text on yellow background), Brighter colors (fluorescent colors work well for some). – Light box (or Light Bright with Lexan) – Enlarged text or graphics • Copier • Magnifiers • CCTV • Computerized (backlight helps) with or without magnifier (located in control panel) He was successful and comfortable with these adaptations in the art room. He loved the Light Box!
|
|
|
+2
link
|
|
Renee Ereckson Posts: 3
6/19/2019
|
I have a student with a specific learning disability that is a very talented artist, but is hindered in completion of tasks and assignments due to his inability to process and perform classroom assignments. Strategies I have implemented are visual examples, a peer tutor/buddy, directions on the board, verbal and visual cues, and pacing. Each strategy has played a role in helping my talented young artist to be very successful in class. The completed assignments he has been able to produce in class despite his learning disability have helped him to shine amongst his classmates and also in local art shows.
|
|
|
+2
link
|
|
Kim Daniel Posts: 3
6/19/2019
|
Think of a student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student.
I had a student that was in second grade. She was diagnosed with ADHD. During my class hands-on demonstrations I was able to give her visual and verbal cues to keep her on task and interested. Strategies that I implemented were to have a peer mentor near by to help with questions of the studio process of that particular lesson. I made sure to have written directions on the dry erase board. On the table were resources of directions / explanations of the visual art lesson. The pacing of her lesson would need redirection as I would share how much time we had left in class. With structure of the art classroom chaos she was able to be very successful in her art project completions and finished lessons. Several of her pieces were chosen for school galleries on campus and in our community art shows. We also were able to utilize our social media to display her current work online.
|
|
|
+2
link
|
|
Cathy Hicks Posts: 3
6/19/2019
|
I had a student that was visually impaired in my art room. She had multiple eye surgeries before entering the classroom. She could not see anything far away or on the table. She would bring in an electronic device that was like a giant magnifying device and place it over things so she could see them. I would make sure to print out everything she needed to see to complete an assignment. She was very happy to do this and be able to participate in art projects effectively and efficiently. Because of her success, her independence and confidence grew in her work and others did not see her as different.
|
|
|
+1
link
|
|
Renee Ereckson Posts: 3
6/19/2019
|
Students use art to help explore, experiment and create in the world around them. A way that has helped me in assessing students with fine motor needs was the use of a slant board for positioning and adaptive scissors. The use of both items helped the student create and display their knowledge of material learned in the classroom and to effectively complete the assessment given.
|
|
|
+1
link
|
|
d c Posts: 4
4/15/2020
|
Hell I a also enjoy weaving in my art room and I like to provide them with voice recordings as well saying steps like under over under over.
Sandy Bachmann wrote:
I had a student diagnosed with autism. He had a difficult time focusing on the proper steps needed to complete a weaving project. I made a video of myself showing how to warp the loom, then weaving the weft yarn onto it. I created a YouTube video of it and was able to show this student and the rest of the class over and over again, how it is done without me physically needing to do it live over and over again. Being able to use videos in class has complimented my art teaching in innumerable ways.
|
|
|
+1
link
|
|
Jodi McLeod Posts: 3
6/10/2021
|
I have a self contained EBD class (actually 2 EBD classes combined together at one time) and find many of them enjoy art. I find that they like to make decisions and feel in control of what they are doing, as opposed to being told EXACTLY what medium to use, and how to go about it. For instance, I will present a project at the beginning of class. I will tell them they can either use markers or paint to complete the project. Some students will offer/ask if they can alter the subject a little bit, and if it's within reasonable boundaries, my answer is yes.
The result of their art is varied...some copy my example exactly, some put a different twist on the original example. In the end, they are involved, and using their creativity.
|
|
|
+1
link
|
|
Katie Holt Posts: 3
3/1/2022
|
With a greater number of students appearing in our community with Austism Spectrum Disorder, I have found the need to make accomidations to lessen stress and/or triggers that might be upsetting to students. I have one-on-one discussions of the tasks to be performed (if clarification is necessary), allow additional time in homeroom class during morning work, etc, or simplify lessons to lessen stress for students.
|
|
|
+1
link
|
|
Lora Carey Posts: 3
9/14/2022
|
I have a 3rd gifted student with a vision deficiency. He is very talented at drawing. I worked with administration, his parent and the ese department to develop an IEP so that this student would receive assistive technology. The student sits as close to the front board as possible, and text size is increased so that it large enough for him to view.
|
|
|
+1
link
|
|
Kim Andrescik Posts: 2
4/27/2016
|
One of the students I have in my first grade art class has an emotional/behavioral disability. He has a difficult time entering the classroom and transitioning into different activities and situations. It takes him ten minutes to get settled down and be ready to start class. He struggles with self-control and focus. This student does not stay on task and complete class projects without support and interventions. He disrupts other students who are working and often times needs one-on-one attention from the teacher. He gets angry easily when his art project doesn't work out the way he had hoped it would. I have had to make many accommodations in class for this child. Usually, I meet him in the hallway before class starts to review the rules and let him know the expectations of the assignment that day. He enjoys being told what we are going to be accomplishing that day and then I allow him to share with the other students what he heard me say the directions were. He needs close proximity with the teacher so I have him sit at the table near my work station. Often times, I praise the students who are working at his table to encourage him to stay focused. When he starts to get distracted or loses interest in finishing his project I will praise him for his work and point out what I like about his effort. He gets to earn a ticket for my prize jar at the end of class if he finishes his work and cleans up his area.
edited by Kim Andrescik on 4/27/2016
|
|
|
+1
link
|
|
Maureen Parinello Posts: 3
5/28/2016
|
I currently have a kindergarten student with ASD and LI. He is able to complete projects well, but needs monitoring and frequent refocusing to complete tasks in sequence. He tends to get caught up in one part of a task where he will lose his focus at which time I need to verbally reiterate the instruction, a peer does so (we use Kagan structures), or I re-demonstrate the transition to the next step. I have examples visible for him, with steps.
|
|
|
+1
link
|
|
rebecca ford Posts: 3
6/20/2016
|
I had a student with profound hearing loss. He had an assistant that would sign for him, but if he was looking directly at the speaker he didn't need her signing because he was so good at reading lips. When necessary, I also wore a speaker that went directly to his headset. He was not a fan of that because he would constantly have to turn in off and on. He sat at a table of four and when collaborating with friends he would want it off so he could hear his friends. He could hear people in close proximity. Sitting with a group, having an assistant, wearing the speaker, and sitting him in the front of the room where some of accommodations that we made so that his hearing loss didn't affect his learning.
|
|
|
+1
link
|
|
Deb Magahey Posts: 3
7/23/2016
|
I had a 3rd grade student with E/BD. In the beginning of the year, he sat with other students at round tables of 4. He had a lot of trouble controlling his behavior with this arrangement. He would become very angry with the other students. When I would remove him from the situation, he would get frustrated and angry. With this scenario, he was not completing his work or engaging in class. Every class period, I took time to talk to him to see how he was doing. He responded well to our quick conversations that focused on the positives. I had moved his seat during this time to a table that worked a little better for him since he really seemed to want to interact with others. He started working better, but still became unpredictable when over stimulated by classmates. During demonstartions, he started coming and sitting at my demo table. Here is was very focused and began to interact more with the lesson. He had a lot of positive things to say. After noticing this, I told him I wanted him to be successful and needed to know from him what would be a good seat for him in art class. I gave him three choices- his seat he was already in, a new table with peers, or a permanent seat at my demo table. He chose the demo table. With a couple bumps in the road here and there, he ultimately became positively engaged in the lessons, discussions, and activities.
|
|
|
+1
link
|
|
Cathy Hicks Posts: 3
6/19/2019
|
My student has a speed processing disability and often times will not fully grasp the instructions for a project and feels lost. This has gone on for so long that he would pretend to understand and move on to the task and get so confused. Now, I use visuals on the board and make sure to have examples for him to follow on the table and allow him to ask a neighbor if he gets lost. With this set of implementations, he has been able to navigate more efficiently and effectively through projects with out much difficulty. He has also grown in his confidence as an art student.
|
|
|
+1
link
|